3. The problem became apparent thirty years ago when
the report “A Nation at Risk” warned of a "rising tide
of mediocrity" in the public schools. The report
claimed that too few students were taking the more
rigorous courses in high school. Twenty years later,
enrollment in college-prep courses is way up.
Unfortunately, evidence indicates that student
learning is about the same as it was back then.
4. The strongest predictor of failure to learn
algebra is not race or income; it is a lack of
adequate academic preparation.
5. Inside Algebra's Unique Instructional Design
The Inside Algebra four-step lesson design is a powerful tool that weaves:
Concept Development Activities that build conceptual understanding
through concrete modeling experiences
Practice Activities that support new learning through games and small-
group activities
Problem-Solving Activities that build problem-solving skills through
relevant, real-world connections
Progress-Monitoring Activities that help build computational fluency and
monitor student understanding
6. A Simple and Effective Lesson Plan Sequence
1. Students are pre-tested to determine their needs on objectives.
The National Math Panel concluded, "Algebra teachers should not assume that all students understand even
basic concepts."
The pre-tests in Inside Algebra pinpoint algebra concepts students don't understand.
Two distinct instructional plans provide explicit guidance in the selection of appropriate activities for
differentiation based on student pre-test results.
7. 2. Teachers select from a multitude of activities that support mastery of the
objectives and match the needs of individual students.
Concept Development Activities
Teachers select a concept development activity that meets the needs of students.
Depending on their progress, students move to a practice activity or to another concept development activity.
Practice Activities
Practice activities strengthen understanding and bring relevance to newly learned concepts.
The motivating games, projects, problem-solving strategies, and worksheets for independent practice also present opportunities
for personal success.
Progress-Monitoring Activities
Progress-monitoring activities provide information to adjust instruction and determine differentiation through alternate activities as they build
fluency with basic algebra skills
Problem-Solving Activities
Students apply a variety of skills to solve problems related to a specific objective.
These engaging exercises are effective in reinforcing students' problem-solving strategies and reflective thinking skills.
8. 4-Day Instructional Plan
Use the 4-Day Instructional Plan when pretest results indicate that students can move
through the activities at a faster pace. This plan is ideal when the majority of students
demonstrate mastery on the pretest.
CD 1 Using Algebra Tiles
ACCELERATE DIFFERENTIATE
Day 1 PM 2 Apply Skills 2 PM 1 Apply Skills 1
CD 3 Solving the
PA 1 Sharing the Factors
Trinomial Equation
PM 4 Apply Skills 4 PM 2 Apply Skills 2
DIFFERENTIATE DIFFERENTIATE
Day 2 PA 2 Finding the CD 3 Solving the CD 2 Making Area
Trinomial Equation Rugs
CD 3 Solving the
PM 5 Apply Skills 5 PM 3 Apply Skills 3
Trinomial Equation
PA 2 Finding the PM 3 Apply Skills 3
Day 3 PS 1 Paving the Yard
PA 2 Finding the
PM 4 Apply Skills 4
PS 1 Paving the Yard PM 4 Apply Skills 4
PS 2 Finding
Dimensions
PM 5 Apply Skills 5
Day 4
Posttest Objective 3
Pretest Objective 4
CD = Concept Development PM = Progress Monitoring PS = Problem Solving
PA = Practice Activity = Includes Problem Solving Chapter 9 Objective 3 807
9. 3. Students are post-tested to determine mastery, and data
is recorded to help monitor student progress.
Post-Tests measure student growth in mastering that objective. They also
identify concepts that may need reinforcement.
4. If mastery has not been achieved, students are given
additional opportunities for further instruction.
10. Powerful Assessment Tools
Comprehensive assessment system tracks and monitors student growth from
placement to mastery:
This user-friendly assessment system provides teachers with the measures they need to accurately place students and
monitor their progress though the curriculum. It furnishes the teacher with the data necessary to inform instruction to
ensure each student meets his or her goals.
11. Placement Assessment
Based on students' demonstrated understanding of key mathematics concepts and skills, data from the Inside Algebra placement tests
accurately place students at one of the two entry points in the curriculum.
Ongoing Assessment
Regular testing of student mastery of the content and skills taught in the curriculum ensures that teachers have current information about
each student in order to adjust pacing or provide instructional support activities for individual students.
Informal Assessment
Ongoing informal assessments help teachers gauge student understanding. Inside Algebra encourages teachers to use informal assessment
techniques in each lesson. Informal assessment strategies such as ask for, watch for, and listen for provide insight into student progress.
VPORT Online Assessment System
This easy-to-use data management system allows teachers and administrators to record, track, and report student test results. Teachers
and administrators can monitor student growth through reports that can be generated at the individual, class, building, and district levels.
Easy to Access Data Informs Differentiation During Instruction . . .
Inside Algebra offers multiple opportunities to assess, reinforce, and differentiate instruction to promote mastery of each objective.
After each objective pre-test teachers use data to select an appropriate instructional plan for the class.
Throughout each instructional plan teachers use informal assessment data to identify groups for acceleration or differentiation,
providing a second layer of differentiation to support a range of learners.
12. . . .And After Assessment
Extensions and reinforcements are provided in every chapter.
After administering the Chapter Test, teachers determine differentiation using student data
by:
scoring the test by objective and reviewing student scores.
identifying differentiation needs.
establishing small groups for extension or reinforcement.
